Summary of October 15, 2014 Meeting

Superintendent Update

Superintendent Steve Joel gave some highlights of the school year to date:

  • He noted major growth in student enrollment at LPS this year: More than 39,000 students for the 2014-15 school year with a record 1,222 more students than last year. The recent bond issue means that LPS will have a new high school career academy in the fall of 2015, a new elementary school in the fall of 2016, and a new middle school in the fall of 2017. “But if we keep growing a thousand students a year…that won’t cover it. We’re seeing growth throughout Lincoln – in all four corners of the community…and the middle of the city.”
  • He thanked teachers for their support in the 2014 bond issue, resulting in a 68 percent affirmative vote. “Those kinds of election numbers just don’t happen nationally and we feel really proud.”
  • He also noted we “hired a great freshman class of more than 400 new teachers this year.”
  • Joel said that LPS did well with state aid to education this year in the Nebraska Legislature: “That meant we had resources for more teachers…and for things we’ve identified as priorities such as technology…keeping down average class size.”
  • Joel noted the 87 percent LPS high school graduation rate – and said the goal of increasing that number will mean reaching students who are facing challenges in their lives: “Our school district has students coming into our system today with mental health challenges…kids with unbelievable stories…and you’re just trying to keep their heads in the game.”

Update on Technology

Jane Stavem associate superintendent of Instruction, and Kirk Langer, director of Technology, gave a Technology update, noting that LPS has been thoughtful and intentional in the approach to digital conversion: Starting with teacher laptops, now moving to pilot programs at Culler Middle School and Riley Elementary School this year.

Stavem: “We are having many conversations right now…We’ll be going to high schools to get a read on how digital conversion might look in a high school setting….It’s no small feat to think about this in global terms for a district of our size.”

Stavem asked Teacher Advisory Council members to consider what ONE wish they would have for their school – “to enhance technology.”

Major choices included:

  • More devices/Devices for all students
  • Gadgets/technology that can go home with all students
  • New and updated devices
  • Contemporary projection devices
  • More time for students to use technology
  • More technology support
  • Limit screen time and recognize the value of paper/print

Update on LPS behavior programs

Stavem invited LPS colleagues to visit the Sherrill Education Center (for students with significant behavior needs) and noted the difference since a new behavioral needs program has been instituted this summer and this school year. “I’m happy to report we’ve experienced very early and very major successes,” she said.

A few highlights:

  • Teachers were trained during a summer school session and were able to put lessons to work immediately.
  • The difference is notable: “Students are learning…this feels like school…We’re seeing lesson plans and objectives…It has a different tone to it.”
  • Students are assuming leadership positions and receiving honors.
  • Students are expressing interest in how they might return to their home schools.
  • Sherrill is putting more thought and planning into the transition process for returning a student to their home school: “When they are at Sherrill, we are working to maintain a strong connection to the child’s home school…And we are focusing on some strategies to give them success when they return to their home school.”

Cultural proficiency: Professional development/Transgender

Joel noted that the demographics of LPS students are constantly changing – and that professional development is wisely offered to teachers when new topics arise such as transgender students. “As part of our cultural proficiency journey we have to understand our kids if we are to create relationships.”

He also said research has identified a direct correlation between higher rates of bullying and suicide – in students who are lesbian, gay, bisexual or transgender.

He stressed that the professional development is “not a a mandate … about morals, values, political beliefs. It is not about social engineering. It is about becoming better as professional educators.”

He said that teachers at schools across LPS are having conversations about how to work with students who are transgender. “We can’t let these kids fail.”

When Joel asked members of the Teacher Advisory Council for their feedback, a few comments:

  • I feel empowered to work here. We have zero tolerance for bullying and intolerance. We’re interested in our kids.
  • This was a bridge that brought currency to what we do, brought worth to the journey.
  • This is proving how incredibly important this is.
  • Some of these kids are outcasts. How can we not have professional conversations about this?
  • I feel proud and empowered…ultimately we will be looked at as leaders.
  • You don’t have to believe, advocate – you just have to know how to work with all kids.
  • I think teachers are such rule followers…who want to do the right thing, that they might think they have to do what is expected of them – and not make waves. There might be teachers who are uncomfortable.
  • This is a sensitive topic, and experts come from all different angles.

Joel urged teachers to:

  • Talk to us if you’re uncomfortable in any way.
  • Go back to your schools and talk about this – to get additional feedback.

Updated October 21, 2015